Borderland spaces for learning partnership: opportunities, benefits and challenges

This data was imported from Scopus:

Authors: Hill, J., Thomas, G., Diaz, A. and Simm, D.

http://eprints.bournemouth.ac.uk/23439/

Journal: Journal of Geography in Higher Education

Volume: 40

Issue: 3

Pages: 375-393

eISSN: 1466-1845

ISSN: 0309-8265

DOI: 10.1080/03098265.2016.1144728

© 2016 Informa UK Limited, trading as Taylor & Francis Group. This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence in accepting agency in learning, moving towards critical thinking and reflective judgement, thereby developing self-authorship. They acquire new knowledge, skills and facets to their identity. They also feel anxiety as they take on new roles and adopt a partnership ethos. Faculty must guide students to support their successful navigation into and out of borderland spaces.

This source preferred by Anita Diaz

This data was imported from Web of Science (Lite):

Authors: Hill, J., Thomas, G., Diaz, A. and Simm, D.

http://eprints.bournemouth.ac.uk/23439/

Journal: JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION

Volume: 40

Issue: 3

Pages: 375-393

eISSN: 1466-1845

ISSN: 0309-8265

DOI: 10.1080/03098265.2016.1144728

The data on this page was last updated at 04:48 on January 19, 2018.